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Multilingualism, as a pervasive phenomenon in the world, is
believed to influence language learning process and assist language
learners to effectively learn additional language(s). This
phenomenon may also exert some effects on the level of affective
factors experienced by learners while performing language-related
activities. The importance of multilingualism may become more
prominent in multilingual societies such as Iran. Accordingly,
considering the vital role previous linguistic experience may play
in learning additional languages, the current work aimed at
investigating the possible effect of multilingualism on reading
anxiety of Iranian EFL learners. This book includes five chapters
which present an introduction to the work, review of the related
literature, method of the study, results and discussion, and
conclusions and implications. The findings of the work are further
discussed in relation to effective EFL instruction especially to
multilinguals.
This research examines the possible effects of bilinguality on
additional language proficiency, and the academic achievements of
Iranian EFL learners. The study is a longitudinal survey of 98
students in the English Language Department, Urmia University, in
Azerbaijan, Iran, over a period of two academic years. It compares,
in three phases of data collection, 56 Turkish-Persian bilinguals
with 42 Persian monolinguals, in terms of their performances on the
FCE language proficiency tests, i.e., speaking proficiency,
listening comprehension, reading comprehension, and writing
proficiency. The two groups were also compared, with regard to
their academic achievements, based on their recorded grades at
every stage of the study. Analyses of the data submitted to a
series of independent t-tests indicated that bilinguals performed
significantly better than monolinguals in all measures of language
proficiency (except for the writing skill), and attained higher
levels of academic achievement. The findings, therefore, appear to
provide support for the argument that bilinguality is a good
predictor of success in learning additional languages - in this
case, English.
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